Abstract
The focus of this chapter is on the evaluation of educational programs, and in particular on how practice has developed in the United States over the past four decades of the 20th century. The Year 1963 is of particular significance since it saw the beginning of a new, federally supported, national thrust to reform public education, as well as the first nationwide requirement that schools evaluate federally funded programs. Ensuing federal requirements for evaluation greatly accelerated the practice of program evaluation in school districts and stimulated the development of new evaluation approaches. The chapter is intended to help readers consider how the present context in the U.S. influences the evaluation of educational programs. Such consideration is important when designing evaluations of school district programs. They are also important when one is considering whether or not to apply U.S. evaluation approaches in other national settings. In addition to looking at the current U.S. context, some key historical events will be identified to help the reader appreciate how the American educational system reached its present state.
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© 2003 Kluwer Academic Publishers
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Candoli, C., Stufflebeam, D.L. (2003). The Context of Educational Program Evaluation in the United States. In: Kellaghan, T., Stufflebeam, D.L. (eds) International Handbook of Educational Evaluation. Kluwer International Handbooks of Education, vol 9. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0309-4_26
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DOI: https://doi.org/10.1007/978-94-010-0309-4_26
Publisher Name: Springer, Dordrecht
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